Improving phonological awareness with Talking Tables in at-risk kindergarten readers.

Background: For young children experiencing phonological awareness (PA) difficulties, the need for early and targeted intervention to prevent reading disability is unequivocal. There are very few studies, however, on the efficacy of PA interventions delivered at school.

Aims: This study examined the impact of an early PA intervention embedded within an oral language program designed for at-risk kindergartners.